essay about cultural identity.Patterns for College Writing...

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essay about cultural identity.Patterns for College Writing These	helpful	checklists	will	guide	you	through	the	process of	writing	an	essay. Questions	about	Your	Purpose 14 Questions	for	Critical	Reading 22 Reading	Visual	Texts 25 Setting	Limits 30 Questions	for	Probing 32 Stating	Your	Thesis 45 Recognizing	a	Pattern 50 What	Not	to	Do	in	an	Introduction 53 Effective	Support 56 What	Not	to	Do	in	a	Conclusion 60 Constructing	a	Formal	Outline 61 Drafting 63 Revising 66 Guidelines	for	Peer	Editing 69 Editing	for	Grammar 83 Editing	for	Punctuation 86 Editing	for	Sentence	Style	and	Word	Choice 89 Proofreading 90 Checking	Your	Paper’s	Format 91 A	note	about	the	cover Artists	use	patterns	to	give	shape	to	their	art	and	to	guide	the	eye	through	the elements	of	a	visual	work.	In	the	same	way,	patterns	in	composition	help	to shape	a	writer’s	work	and	to	create	pathways	for	understanding	it. FOURTEENTH	EDITION Patterns	for	College	Writing A	Rhetorical	Reader	and	Guide Laurie	G.	Kirszner University	of	the	Sciences,	Emeritus Stephen	R.	Mandell Drexel	University For	Peter	Phelps,	1936–1990,	with	thanks For	Bedford/St.	Martin’s Vice	President,	Editorial,	Macmillan	Learning	Humanities:	Edwin	Hill Director	of	Content	Development:	Jane	Knetzger Development	Manager:	Maura	Shea Senior	Program	Director:	Leasa	Burton Program	Manager	for	Readers	and	Literature:	John	E.	Sullivan	III Developmental	Editor:	Sherry	Mooney Senior	Content	Project	Manager:	Jessica	Gould Media	Producer:	Rand	Thomas Senior	Content	Workflow	Manager:	Jennifer	Wetzel Marketing	Manager:	Joy	Fisher	Williams Associate	Editor:	Jennifer	Prince Copy	Editor:	Kathleen	Lafferty Senior	Photo	Editor:	Martha	Friedman Photo	Researcher:	Sheri	Blaney Permissions	Editor:	Kalina	Ingham Senior	Art	Director:	Anna	Palchik Text	Design:	Richard	Korab Cover	Design:	John	Callahan Cover	Art:	Autumn	Interior,	Wheatley,	Jenny;	Private	Collection/Bridgeman	Images Opener	Banner	Photo:	JonnyDrake/Shutterstock Composition:	Lumina	Datamatics,	Inc. Copyright	©	2018,	2015,	2012,	2010	by	Bedford/St.	Martin’s. All	rights	reserved.	No	part	of	this	book	may	be	reproduced,	stored	in	a	retrieval	system,	or	transmitted in	any	form	or	by	any	means,	electronic,	mechanical,	photocopying,	recording,	or	otherwise,	except	as may	be	expressly	permitted	by	the	applicable	copyright	statutes	or	in	writing	by	the	Publisher. 2	1	0	9	8	7	f	e	d	c	b	a For	information,	write:	Bedford/St.	Martin’s,	75	Arlington	Street,	Boston,	MA	02116 ISBN-13	978-1-319-12081-8	(EPUB) Acknowledgments Text	acknowledgments	and	copyrights	appear	at	the	back	of	the	book	on	pages	786–90,	which	constitute an	extension	of	the	copyright	page.	Art	acknowledgments	and	copyrights	appear	on	the	same	page	as the	art	selections	they	cover. Preface Since	it	was	first	published,	Patterns	for	College	Writing	has	been	used	by millions	of	students	at	colleges	and	universities	across	the	United	States.	We have	been	delighted	by	the	overwhelmingly	positive	response	to	the	first thirteen	editions	of	Patterns,	and	we	continue	to	be	gratified	by	positive feedback	from	the	many	instructors	who	find	Patterns	to	be	the	most accessible	and	the	most	pedagogically	sound	rhetoric-reader	they	have	ever used.	In	preparing	this	fourteenth	edition,	we	have	worked	hard	to	fine-tune the	features	that	have	made	Patterns	the	most	popular	composition	reader available	today	and	to	develop	new	features	to	enhance	the	book’s	usefulness for	both	instructors	and	students. What	Instructors	and	Students	Like	about	Patterns for	College	Writing An	Emphasis	on	Critical	Reading The	Introduction,	“How	to	Use	This	Book,”	and	Chapter	1,	“Reading	to Write:	Becoming	a	Critical	Reader,”	prepare	students	to	become	analytical readers	and	writers	by	showing	them	how	to	apply	critical	reading	strategies to	a	typical	selection	and	by	providing	sample	responses	to	the	various	kinds of	writing	prompts	in	the	book.	Not	only	does	this	material	introduce	students to	the	book’s	features,	but	it	also	prepares	them	to	tackle	reading	and	writing assignments	in	their	other	courses. Extensive	Coverage	of	the	Writing	Process The	remaining	chapters	in	Part	One,	“The	Writing	Process”	(Chapters	2 through	5),	comprise	a	“mini-rhetoric,”	offering	advice	on	drafting,	writing, revising,	and	editing	as	they	introduce	students	to	activities	such	as freewriting,	brainstorming,	clustering,	and	journal	writing.	These	chapters also	include	numerous	writing	exercises	to	give	students	opportunities	for immediate	practice. Detailed	Coverage	of	the	Patterns	of	Development In	Part	Two,	“Readings	for	Writers,”	Chapters	6	through	14	explain	and illustrate	the	patterns	of	development	that	students	typically	use	in	their college	writing	assignments:	narration,	description,	exemplification,	process, cause	and	effect,	comparison	and	contrast,	classification	and	division, definition,	and	argumentation.	Each	chapter	begins	with	a	comprehensive introduction	that	presents	a	definition	and	a	paragraph-length	example	of	the pattern	to	be	discussed	and	then	explains	the	particular	writing	strategies	and applications	associated	with	it.	Next,	each	chapter	analyzes	one	or	two annotated	student	essays	to	show	how	the	pattern	can	be	used	in	particular college	writing	situations.	Chapter	15,	“Combining	the	Patterns,”	illustrates how	the	various	patterns	of	development	discussed	in	Chapters	6	through	14 can	work	together	in	an	essay. A	Diverse	and	Popular	Selection	of	Readings Varied	in	subject,	style,	and	cultural	perspective,	the	sixty-eight professional	selections	engage	students	while	providing	them	with outstanding	models	for	writing.	We	have	tried	to	achieve	a	balance	between classic	authors	(George	Orwell,	Jessica	Mitford,	E.	B.	White,	Martin	Luther King	Jr.)	and	newer	voices	(Bich	Minh	Nguyen,	Zeynep	Tufekci,	Marina Keegan)	so	that	instructors	have	a	broad	range	of	readings	to	choose	from. More	Student	Essays	than	Any	Comparable	Text To	provide	students	with	realistic	models	for	improving	their	own	writing, we	include	eighteen	sample	student	essays. Helpful	Coverage	of	Grammar	Issues Grammar-in-Context	boxes	in	chapter	introductions	offer	specific	advice on	how	to	identify	and	correct	the	grammar,	mechanics,	and	punctuation problems	that	students	are	likely	to	encounter	when	they	work	with	particular patterns	of	development. Apparatus	Designed	to	Help	Students	Learn Each	professional	essay	in	the	text	is	followed	by	three	types	of	questions. These	questions	are	designed	to	help	students	assess	their	understanding	of the	essay’s	content	and	of	the	writer’s	purpose	and	audience;	to	recognize	the stylistic	and	structural	techniques	used	to	shape	the	essay;	and	to	become sensitive	to	the	nuances	of	language.	Each	essay	is	also	accompanied	by	a Journal	Entry	prompt,	Writing	Workshop	topics	(suggestions	for	full-length writing	assignments),	and	Thematic	Connections	that	identify	related	readings in	the	text.	Also	following	each	essay	is	a	Combining	the	Patterns	feature	that focuses	on	different	patterns	of	development	used	in	the	essay	and	possible alternatives	to	these	patterns.	Each	chapter	ends	with	a	list	of	Writing Assignments	and	a	Collaborative	Activity.	Many	of	these	assignments	and activities	have	been	updated	to	reflect	the	most	current	topics	and	trends. Extensive	Cultural	and	Historical	Background	for	All	Readings In	addition	to	a	biographical	headnote,	each	reading	is	preceded	by	a headnote	containing	essential	background	information	to	help	students	make connections	between	the	reading	and	the	historical,	social,	and	economic forces	that	shaped	it. An	Introduction	to	Visual	Texts Every	rhetorical	chapter	includes	a	visual	text	—	such	as	a	photograph,	a piece	of	fine	art,	or	panels	from	a	graphic	novel	—	that	provides	an	accessible introduction	to	each	rhetorical	pattern.	Apparatus	that	helps	students	discuss the	pattern	in	its	visual	form	follows	each	image. Thorough	Coverage	of	Working	with	Sources Part	Three,	“Working	with	Sources,”	takes	students	through	the	process	of writing	a	research	paper	and	includes	a	model	student	paper	in	MLA	style. (The	Appendix	addresses	APA	style	and	includes	a	model	APA	paper.) What’s	New	in	This	Edition Engaging	New	Readings The	twenty-five	new	professional	essays	treat	topics	of	current	interest. Isabel	Wilkerson	explores	the	history	of	“Emmett	Till	and	Tamir	Rice,	Sons of	the	Great	Migration.”	Josh	Barro	explains	“Why	Stealing	Cars	Went	Out	of Fashion.”	Karen	Miller	Pensiero	shows	us	the	“Photos	That	Change	History.” In	all	cases,	readings	have	been	carefully	selected	for	their	high-interest subject	matter	as	well	as	for	their	effectiveness	as	teachable	models	for student	writing. Argumentation	Chapter	Updated The	argument	chapter	has	been	revised	to	focus	on	issues	of	particular importance	to	college	students.	It	includes	two	new	debates	(“Should	Public Colleges	Be	Free?”	and	“Does	It	Pay	to	Study	the	Humanities?”)	and	one	new casebook	(“Do	College	Students	Need	Trigger	Warnings?”). With	Bedford/St.	Martin’s,	You	Get	More At	Bedford/St.	Martin’s,	providing	support	to	teachers	and	their	students who	use	our	books	and	digital	tools	is	our	top	priority.	The	Bedford/St. Martin’s	English	Community	is	now	our	home	for	professional	resources, including	Bedford	Bits,	our	popular	blog	with	new	ideas	for	the	composition classroom.	Join	us	to	connect	with	our	authors	and	your	colleagues	at community.macmillan.com,	where	you	can	download	titles	from	our professional	resource	series,	review	projects	in	the	pipeline,	sign	up	for webinars,	or	start	a	discussion.	In	addition	to	this	dynamic	online	community and	book-specific	instructor	resources,	we	offer	digital	tools,	custom solutions,	and	value	packages	to	support	both	you	and	your	students.	We	are committed	to	delivering	the	quality	and	value	that	you’ve	come	to	expect from	Bedford/St.	Martin’s,	supported	as	always	by	the	power	of	Macmillan Learning.	To	learn	more	about	or	to	order	any	of	the	following	products, contact	your	Bedford/St.	Martin’s	sales	representative	or	visit	the	website	at macmillanlearning.com. LaunchPad	for	Patterns	for	College	Writing:	Where	Students	Learn LaunchPad	provides	engaging	content	and	new	ways	to	get	the	most	out of	your	book.	Get	an	interactive	e-Book	combined	with	assessment	tools	in	a fully	customizable	course	space;	then	assign	and	mix	our	resources	with yours. Interactive	Peer	Review	Worksheets	allow	students	to	type	their responses	into	a	form	that	is	easy	to	share	with	fellow	students	and	their instructor. Reading	Comprehension	Quizzes	for	every	selection	in	Patterns	help you	quickly	gauge	your	students’	understanding	of	the	assigned reading. Diagnostics	and	Exercise	Central	provide	opportunities	to	assess areas	for	improvement	and	assign	additional	exercises	based	on students’	needs.	Eight	diagnostic	quizzes	—	pre-	and	post-tests	on sentence	grammar,	punctuation	and	mechanics,	reading	skills,	and http://community.macmillan.com http://macmillanlearning.com reading	strategies	—	offer	visual	reports	that	show	performance	by topic,	class,	and	student	as	well	as	comparison	reports	that	track improvement	over	time.	Use	these	reports	to	target	additional	practice by	assigning	quizzes	from	the	Exercise	Central	question	bank. Pre-built	units	—	including	readings,	videos,	quizzes,	discussion groups,	and	more	—	are	easy	to	adapt	and	assign	by	adding	your	own materials	and	mixing	them	with	our	high-quality	multimedia	content and	ready-made	assessment	options,	such	as	LearningCurve	adaptive quizzing. LaunchPad	also	provides	access	to	a	gradebook	that	offers	a	clear window	on	the	performance	of	your	whole	class,	individual	students, and	even	results	of	individual	assignments. Use	LaunchPad	on	its	own	or	integrate	it	with	your	school’s	learning management	system	so	that	your	class	is	always	on	the	same	page. LaunchPad	for	Patterns	for	College	Writing	can	be	purchased	on	its	own	or packaged	with	the	print	book	at	a	significant	discount.	An	activation	code	is required.	To	order	LaunchPad	for	Patterns	for	College	Writing	with	the	print book,	use	ISBN	978-1-319-13642-0.	For	more	information,	go	to launchpadworks.com. Choose	from	Alternative	Formats	of	Patterns	for	College	Writing Bedford/St.	Martin’s	offers	a	range	of	affordable	formats,	allowing students	to	choose	the	one	that	works	best	for	them. Paperback	To	order	the	paperback	edition,	use	ISBN	978-1-319-05664- 3. Popular	e-Book	formats	For	details	of	our	e-Book	partners,	visit macmillanlearning.com/ebooks. Select	Value	Packages Add	value	to	your	text	by	packaging	one	of	the	following	resources	with Patterns	for	College	Writing.	To	learn	more	about	package	options	for	any	of the	following	products,	contact	your	Bedford/St.	Martin’s	sales	representative or	visit	macmillanlearning.com. LaunchPad	Solo	for	Readers	and	Writers	allows	students	to	work	on whatever	they	need	help	with	the	most.	At	home	or	in	class,	students	learn	at their	own	pace,	with	instruction	tailored	to	each	student’s	unique	needs. LaunchPad	Solo	for	Readers	and	Writers	features: http://launchpadworks.com http://macmillanlearning.com/ebooks http://macmillanlearning.com Pre-built	units	that	support	a	learning	arc.	Each	easy-to-assign	unit is	composed	of	a	pre-test	check,	multimedia	instruction	and	assessment, and	a	post-test	that	assesses	what	students	have	learned	about	critical reading,	writing	process,	using	sources,	grammar,	style,	and	mechanics. Dedicated	units	also	offer	help	for	multilingual	writers. Diagnostics	that	help	establish	a	baseline	for	instruction.	Assign diagnostics	to	identify	areas	of	strength	and	areas	for	improvement	on topics	related	to	grammar	and	reading	and	to	help	students	plan	a course	of	study.	Use	visual	reports	to	track	performance	by	topic,	class, and	student	as	well	as	comparison	reports	that	track	improvement	over time. A	video	introduction	to	many	topics.	Introductions	offer	an	overview of	the	unit’s	topic,	and	many	include	a	brief,	accessible	video	to illustrate	the	concepts	at	hand. Twenty-five	reading	selections	with	comprehension	quizzes.	Assign a	range	of	classic	and	contemporary	essays,	each	of	which	includes	a label	indicating	Lexile	level	to	help	you	scaffold	instruction	in	critical reading. Adaptive	quizzing	for	targeted	learning.	Most	units	include LearningCurve,	game-like	adaptive	quizzing	that	focuses	on	the	areas in	which	each	student	needs	the	most	help. The	ability	to	monitor	student	progress.	Use	our	gradebook	to	see which	students	are	on	track	and	which	need	additional	help	with specific	topics. Additional	reading	comprehension	quizzes.	Patterns	for	College Writing	includes	multiple-choice	quizzes,	which	help	you	quickly gauge	your	students’	understanding	of	the	assigned	reading.	These	are available	in	LaunchPad	Solo	for	Readers	and	Writers. Order	ISBN	978-1-319-14527-9	to	package	LaunchPad	Solo	for	Readers	and Writers	with	Patterns	for	College	Writing	at	a	significant	discount.	Students who	rent	or	buy	a	used	book	can	purchase	access,	and	instructors	may	request free	access	at	macmillanlearning.com/readwrite. Writer’s	Help	2.0	is	a	powerful	online	writing	resource	that	helps students	find	answers	whether	they	are	searching	for	writing	advice	on	their own	or	as	part	of	an	assignment. Smart	search.	Built	on	research	with	more	than	1,600	student	writers, http://macmillanlearning.com/readwrite the	smart	search	in	Writer’s	Help	provides	reliable	results	even	when students	use	novice	terms,	such	as	flow	and	unstuck. Trusted	content	from	our	best-selling	handbooks.	Choose	Writer’s Help	2.0,	Hacker	Version,	or	Writer’s	Help	2.0,	Lunsford	Version,	and ensure	that	students	have	clear	advice	and	examples	for	all	of	their writing	questions. Diagnostics	that	help	establish	a	baseline	for	instruction.	Assign diagnostics	to	identify	areas	of	strength	and	areas	for	improvement	on topics	related	to	grammar	and	reading	and	to	help	students	plan	a course	of	study.	Use	visual	reports	to	track	performance	by	topic,	class, and	student	as	well	as	comparison	reports	that	track	improvement	over time. Adaptive	exercises	that	engage	students.	Writer’s	Help	2.0	includes LearningCurve,	game-like	online	quizzing	that	adapts	to	what	students already	know	and	helps	them	focus	on	what	they	need	to	learn. Reading	comprehension	quizzes.	Patterns	for	College	Writing includes	multiple-choice	quizzes,	which	help	you	quickly	gauge	your students’	understanding	of	the	assigned	reading.	These	are	available	in Writer’s	Help	2.0. Writer’s	Help	2.0	can	be	packaged	with	Patterns	for	College	Writing	at	a significant	discount.	For	more	information,	contact	your	sales	representative or	visit	macmillanlearning.com/writershelp2. Macmillan	Learning	Curriculum	Solutions Curriculum	Solutions	brings	together	the	quality	of	Bedford/St.	Martin’s content	with	our	expertise	in	publishing	original	custom	print	and	digital products.	Developed	especially	for	writing	courses,	our	ForeWords	for English	program	contains	a	library	of	the	most	popular,	requested	content	in easy-to-use	modules	to	help	you	build	the	best	possible	text.	Whether	you	are considering	creating	a	custom	version	of	Patterns	for	College	Writing	or incorporating	our	content	with	your	own,	we	can	adapt	and	combine	the resources	that	work	best	for	your	course	or	program.	Some	enrollment minimums	apply.	Contact	your	sales	representative	for	more	information. Instructor	Resources You	have	a	lot	to	do	in	your	course.	Bedford/St.	Martin’s	wants	to	make	it easy	for	you	to	find	the	support	you	need	—	and	to	get	it	quickly. http://macmillanlearning.com/writershelp2 Resources	for	Instructors	Using	Patterns	for	College	Writing	is	available as	a	PDF	that	can	be	downloaded	from	macmillanlearning.com.	Visit	the instructor	resources	tab	for	Patterns	for	College	Writing.	In	addition	to chapter	overviews	and	teaching	tips,	the	instructor’s	manual	includes	sample syllabi,	suggestions	for	classroom	discussion,	and	possible	responses	for every	question	in	the	book. NEW!	A	Student’s	Companion	for	Patterns	for	College	Writing If	your	students	need	a	little	extra	support,	consider	ordering	A	Student’s Companion	for	Patterns	for	College	Writing	(ISBN	978-1-319-12674-2).	This text	reinforces	the	most	foundational	elements	in	academic	writing.	While recognizing	and	respecting	students’	abilities,	this	supplement	breaks	down the	steps	necessary	to	excel	in	college	writing,	tackling	time	management; critical	reading	skills	across	print,	digital	and	professional	genres;	the	essay- drafting	process;	and	the	essentials	of	grammar.	This	companion,	meant	to supplement	the	coverage	in	Patterns	for	College	Writing,	gives	students	the additional	support	they	need	to	get	or	stay	on-level	in	the	composition classroom.	It	is	an	ideal	solution	for	accelerated	learning	programs	or	co- requisite	courses,	while	the	deep	integration	with	Patterns	makes	it	an	ideal resource	for	any	instructor	who	wants	students	to	build	a	strong	foundation	in academic	writing. Acknowledgments As	always,	friends,	colleagues,	students,	and	family	all	helped	this	project along.	Of	particular	value	were	the	responses	to	the	questionnaires	sent	to	the following	instructors,	who	provided	frank	and	helpful	advice:	Amelia Magallanes	Arguijo,	Laredo	Community	College;	Victoria	Bryan,	Cleveland State	Community	College;	Thomas	Chester,	Ivy	Tech	Community	College; Anne	Dearing,	Hudson	Valley	Community	College;	Jennifer	Eble,	Cleveland State	Community	College;	Marcus	Embry,	University	of	Northern	Colorado; Ulanda	Forbess,	North	Lake	College;	Jan	Geyer,	Hudson	Valley	Community College;	Priscilla	Glanville,	State	College	of	Florida;	Scott	Hathaway, Hudson	Valley	Community	College;	Josh	Miller,	Cape	Fear	Community College;	Janet	Minc,	University	of	Akron	Wayne	College;	Jennifer	Ravey, Lamar	University;	Cheryl	Saba,	Cape	Fear	Community	College;	Ana Schnellmann,	Lindenwood	University;	Dhipinder	Walia,	Lehman	College; and	Coreen	Wees,	Iowa	Western	Community	College.	Additional	thanks	to Cedric	Burroughs	at	Marquette	University	for	his	valuable	suggestions. http://macmillanlearning.com Special	thanks	go	to	Jeff	Ousborne	for	his	help	with	some	of	the	apparatus and	for	revising	the	headnotes	and	the	Resources	for	Instructors. Through	fourteen	editions	of	Patterns	for	College	Writing,	we	have enjoyed	a	wonderful	working	relationship	with	Bedford/St.	Martin’s.	We	have always	found	the	editorial	and	production	staff	to	be	efficient,	cooperative, and	generous	with	their	time	and	advice.	As	always,	we	appreciate	the encouragement	and	advice	of	our	longtime	friend,	Nancy	Perry.	In	addition, we	thank	Joan	Feinberg,	past	president	of	Bedford/St.	Martin’s,	for	her support	for	this	project	and	for	her	trust	in	us.	During	our	work	on	this edition,	we	have	benefited	from	our	productive	relationship	with	John Sullivan,	Program	Manager,	Readers	and	Literature,	who	helped	us	make	this edition	of	Patterns	the	best	it	could	be.	We	have	been	especially	lucky	to work	on	this	edition	with	our	talented	developmental	editor,	Sherry	Mooney,	a real	star.	We	are	also	grateful	to	Jessica	Gould,	senior	content	project manager,	and	Lisa	Kinne,	managing	editor,	for	their	work	overseeing	the production	of	this	edition;	John	Callahan	for	the	attractive	new	cover;	and associate	editor	Jennifer	Prince	for	her	invaluable	help	with	tasks	large	and small.	We	are	fortunate	to	have	enjoyed	our	long	and	fulfilling	collaboration; we	know	how	rare	a	successful	partnership	like	ours	is.	We	also	know	how lucky	we	are	to	have	our	families	to	help	keep	us	in	touch	with	the	things	that really	matter. Laurie	G.	Kirszner Stephen	R.	Mandell Contents Preface Thematic	Guide	to	the	Contents Introduction:	How	to	Use	This	Book Henry	Louis	Gates	Jr.,	“What’s	in	a	Name?” Responding	to	an	Essay Responding	to	Other	Kinds	of	Texts PART	ONE:	The	Writing	Process 1 	Reading	to	Write:	Becoming	a	Critical	Reader Understanding	Critical	Reading Determining	Your	Purpose 	CHECKLIST:	Questions	about	Your	Purpose Previewing Highlighting Brent	Staples,	Cutting	and	Pasting:	A	Senior	Thesis	by	(Insert	Name) Moisés	Naím,	The	YouTube	Effect “Although	international	news	operations	employ	thousands	of professional	journalists,	they	will	never	be	as	omnipresent	as	millions of	people	carrying	cellphones	that	can	record	video.” Annotating 	CHECKLIST:	Questions	for	Critical	Reading Brent	Staples,	Cutting	and	Pasting:	A	Senior	Thesis	by	(Insert	Name) (with	sample	annotations) Reading	Visual	Texts 	CHECKLIST:	Reading	Visual	Texts 2 	Invention Understanding	Your	Assignment Setting	Limits Length Purpose Audience Occasion Knowledge 	CHECKLIST:	Setting	Limits Moving	from	Subject	to	Topic Questions	for	Probing 	CHECKLIST:	Questions	for	Probing Freewriting A	Student	Writer:	Freewriting Finding	Something	to	Say Brainstorming A	Student	Writer:	Brainstorming Journal	Writing A	Student	Writer:	Journal	Writing Grouping	Ideas Clustering A	Student	Writer:	Clustering Making	an	Informal	Outline A	Student	Writer:	Making	an	Informal	Outline Understanding	Thesis	and	Support Developing	a	Thesis Defining	the	Thesis	Statement Deciding	on	a	Thesis Stating	Your	Thesis Implying	a	Thesis A	Student	Writer:	Developing	a	Thesis 	CHECKLIST:	Stating	Your	Thesis 3 	Arrangement Recognizing	a	Pattern 	CHECKLIST:	Recognizing	a	Pattern Understanding	the	Parts	of	the	Essay The	Introduction 	CHECKLIST:	What	Not	to	Do	in	an	Introduction The	Body	Paragraphs 	CHECKLIST:	Effective	Support The	Conclusion 	CHECKLIST:	What	Not	to	Do	in	a	Conclusion Constructing	a	Formal	Outline 	CHECKLIST:	Constructing	a	Formal	Outline A	Student	Writer:	Constructing	a	Formal	Outline 4 	Drafting	and	Revising Writing	Your	First	Draft 	CHECKLIST:	Drafting A	Student	Writer:	Writing	a	First	Draft Revising	Your	Essay Revising	with	an	Outline Revising	with	a	Checklist 	CHECKLIST:	Revising Revising	with	Your	Instructor’s	Written	Comments Revising	in	a	Conference Revising	in	a	Peer-Editing	Group 	CHECKLIST:	Guidelines	for	Peer	Editing Strategies	for	Revising A	Student	Writer:	Revising	a	First	Draft 	Peer	Editing	Worksheet Points	for	Special	Attention:	First	Draft The	Introduction The	Body	Paragraphs The	Conclusion A	Student	Writer:	Revising	a	Second	Draft Points	for	Special	Attention:	Second	Draft The	Introduction The	Body	Paragraphs The	Conclusion Working	with	Sources The	Title A	Student	Writer:	Preparing	a	Final	Draft SAMPLE	STUDENT	ESSAY:	Laura	Bobnak,	The	Price	of	Silence (Student	Essay) 5 	Editing	and	Proofreading Editing	for	Grammar Be	Sure	Subjects	and	Verbs	Agree Be	Sure	Verb	Tenses	Are	Accurate	and	Consistent Be	Sure	Pronoun	References	Are	Clear Be	Sure	Sentences	Are	Complete Be	Careful	Not	to	Run	Sentences	Together	without	Proper Punctuation Be	Careful	to	Avoid	Misplaced	and	Dangling	Modifiers Be	Sure	Sentence	Elements	Are	Parallel 	CHECKLIST:	Editing	for	Grammar Editing	for	Punctuation Learn	When	to	Use	Commas	—	and	When	Not	to	Use	Them Learn	When	to	Use	Semicolons Learn	When	to	Use	Apostrophes Learn	When	to	Use	Quotation	Marks Learn	When	to	Use	Dashes	and	Colons 	CHECKLIST:	Editing	for	Punctuation Editing	for	Sentence	Style	and	Word	Choice Eliminate	Awkward	Phrasing Be	Sure	Your	Sentences	Are	Concise Be	Sure	Your	Sentences	Are	Varied Choose	Your	Words	Carefully 	CHECKLIST:	Editing	for	Sentence	Style	and	Word	Choice Proofreading	Your	Essay Check	for	Commonly	Confused	Words Check	for	Misspellings	and	Faulty	Capitalization Check	for	Typos 	CHECKLIST:	Proofreading Checking	Your	Paper’s	Format 	CHECKLIST:	Checking	Your	Paper’s	Format PART	TWO:	Readings	for	Writers 6 	Narration What	Is	Narration? Using	Narration Planning	a	Narrative	Essay Developing	a	Thesis	Statement Including	Enough	Detail Varying	Sentence	Structure Maintaining	Clear	Narrative	Order Structuring	a	Narrative	Essay Revising	a	Narrative	Essay 	REVISION	CHECKLIST:	Narration Editing	a	Narrative	Essay GRAMMAR	IN	CONTEXT:	Avoiding	Run-Ons 	EDITING	CHECKLIST:	Narration A	Student	Writer:	Literacy	Narrative Erica	Sarno,	Becoming	a	Writer	(Student	Essay) Points	for	Special	Attention Focus	on	Revision A	Student	Writer:	Narration Tiffany	Forte,	My	Field	of	Dreams	(Student	Essay) Points	for	Special	Attention Focus	on	Revision 	PEER	EDITING	WORKSHEET:	NARRATION Visual	Text:	Marjane	Satrapi,	from	Persepolis	II	(Graphic	Fiction) Junot	Díaz,	The	Money “The	summer	I	was	twelve,	my	family	went	away	on	a	‘vacation’	— one	of	my	father’s	half-baked	get-to-know-our-country-better-by- sleeping-in-the-van	extravaganzas	—	and	when	we	returned	to	Jersey, exhausted,	battered,	we	found	our	front	door	unlocked…	.	The thieves	had	kept	it	simple;	they’d	snatched	a	portable	radio,	some	of my	Dungeons	&	Dragons	hardcovers,	and,	of	course,	Mami’s remittances.” Ocean	Vuong,	Surrendering “The	task	allowed	me	to	camouflage	myself;	as	long	as	I	looked	as though	I	were	doing	something	smart,	my	shame	and	failure	were hidden.	The	trouble	began	when	I	decided	to	be	dangerously ambitious.	Which	is	to	say,	I	decided	to	write	a	poem.” Bonnie	Smith-Yackel,	My	Mother	Never	Worked “From	her	wheelchair	she	canned	pickles,	baked	bread,	ironed clothes,	wrote	dozens	of	letters	weekly	to	her	friends	and	her	‘half dozen	or	more	kids,’	and	made	three	patchwork	housecoats	and	one quilt.” Martin	Gansberg,	Thirty-Eight	Who	Saw	Murder	Didn’t	Call	the Police “For	more	than	half	an	hour	thirty-eight	respectable,	law-abiding citizens	in	Queens	watched	a	killer	stalk	and	stab	a	woman	in	three separate	attacks…	.	Not	one	person	telephoned	the	police	during	the assault;	one	witness	called	after	the	woman	was	dead.” George	Orwell,	Shooting	an	Elephant “But	I	did	not	want	to	shoot	the	elephant.	I	watched	him	beating	his bunch	of	grass	against	his	knees,	with	the	preoccupied	grandmotherly air	that	elephants	have.	It	seemed	to	me	that	it	would	be	murder	to shoot	him.” Sherman	Alexie,	Indian	Education	(Fiction) “The	farm	town	high	school	I	play	for	is	nicknamed	the	‘Indians,’	and I’m	probably	the	only	actual	Indian	ever	to	play	for	a	team	with	such a	mascot.” Writing	Assignments	for	Narration Collaborative	Activity	for	Narration 7 	Description What	Is	Description? Using	Description Understanding	Objective	Description 	CHECKLIST:	Using	Visuals	Effectively Understanding	Subjective	Description Using	Objective	and	Subjective	Language Selecting	Details Planning	a	Descriptive	Essay Developing	a	Thesis	Statement Organizing	Details Using	Transitions Structuring	a	Descriptive	Essay Revising	a	Descriptive	Essay 	REVISION	CHECKLIST:	Description Editing	a	Descriptive	Essay GRAMMAR	IN	CONTEXT:	Avoiding	Misplaced	and	Dangling	Modifiers 	EDITING	CHECKLIST:	Description A	Student	Writer:	Objective	Description Mallory	Cogan,	My	Grandfather’s	Globe	(Student	Essay) Points	for	Special	Attention Focus	on	Revision A	Student	Writer:	Subjective	Description Mary	Lim,	The	Valley	of	Windmills	(Student	Essay) Points	for	Special	Attention Focus	on	Revision 	PEER-EDITING	WORKSHEET:	DESCRIPTION Visual	Text:	Ansel	Adams,Jackson	Lake	(Photo) Bich	Minh	Nguyen,	Goodbye	to	My	Twinkie	Days “For	me,	a	child	of	Vietnamese	immigrants	growing	up	in	Michigan in	the	1980s,	Twinkies	were	a	ticket	to	assimilation:	the	golden	cake, more	golden	than	the	hair	I	wished	I	had,	filled	with	sweet	white cream.	Back	then,	junk	foods	seemed	to	represent	an	ideal	of American	indulgence.” Suzanne	Berne,	Ground	Zero “Like	me,	perhaps,	the	people	around	me	had	in	mind	images	from television	and	newspaper	pictures:	the	collapsing	buildings,	the running	office	workers,	the	black	plume	of	smoke	against	a	bright blue	sky.	Like	me,	they	were	probably	trying	to	superimpose	those terrible	images	onto	the	industrious	emptiness	right	in	front	of	them.” Marina	Keegan,	Stability	in	Motion “My	car	was	not	gross;	it	was	occupied,	cluttered,	cramped.	It became	an	extension	of	my	bedroom,	and	thus	an	extension	of myself.” Heather	Rogers,	The	Hidden	Life	of	Garbage “There’s	a	reason	landfills	are	tucked	away,	on	the	edge	of	town,	in otherwise	untraveled	terrain,	camouflaged	by	hydroseeded,	neatly tiered	slopes.	If	people	saw	what	happened	to	their	waste,	lived	with the	stench,	witnessed	the	scale	of	destruction,	they	might	start	asking difficult	questions.” E.	B.	White,	Once	More	to	the	Lake “Summertime,	oh	summertime,	pattern	of	life	indelible,	the	fade- proof	lake,	the	woods	unshatterable,	the	pasture	with	the	sweetfern and	the	juniper	forever	and	ever	…” Kate	Chopin,	The	Storm	(Fiction) “They	did	not	hear	the	crashing	torrents,	and	the	roar	of	the	elements made	her	laugh	as	she	lay	in	his	arms.	She	was	a	revelation	in	that dim,	mysterious	chamber;	as	white	as	the	couch	she	lay	upon.” Writing	Assignments	for	Description Collaborative	Activity	for	Description 8 	Exemplification What	Is	Exemplification? Using	Exemplification Using	Examples	to	Explain	and	Clarify Using	Examples	to	Add	Interest Using	Examples	to	Persuade Planning	an	Exemplification	Essay Developing	a	Thesis	Statement Providing	Enough	Examples Choosing	a	Fair	Range	of	Examples Using	Transitions Structuring	an	Exemplification	Essay Revising	an	Exemplification	Essay 	REVISION	CHECKLIST:	Exemplification Editing	an	Exemplification	Essay GRAMMAR	IN	CONTEXT:	Using	Commas	in	a	Series 	EDITING	CHECKLIST:	Exemplification A	Student	Writer:	Exemplification Kristy	Bredin,	Job	Application	Letter	(Student	Essay) Points	for	Special	Attention Focus	on	Revision A	Student	Writer:	Exemplification Grace	Ku,	Midnight	(Student	Essay) Points	for	Special	Attention Focus	on	Revision 	PEER-EDITING	WORKSHEET:	EXEMPLIFICATION Visual	Texts:	Four	Tattoos:	Charles	Thatcher,“Alisha,	Loretta”; Carrie	Villines,	“Positive	Outlook”;	Anthony	Bradshaw,	“Bar Code”;	Guido	Koppes,	“Owl”	(Photos) Zeynep	Tufekci,	Why	the	Post	Office	Makes	America	Great “Yes,	I	was	told,	in	the	United	States,	mail	gets	picked	up	from	your house,	six	days	a	week,	free	of	charge.	I	told	my	friends	in	Turkey about	all	this.	They	shook	their	heads	in	disbelief,	wondering	how easily	I	had	been	recruited	as	a	C.I.A.	agent,	saying	implausibly flattering	things	about	my	new	country.” Judith	Ortiz	Cofer,	The	Myth	of	the	Latin	Woman:	I	Just	Met	a	Girl Named	Maria “[Y]ou	can	leave	the	island,	master	the	English	language,	and	travel as	far	as	you	can,	but	if	you	are	a	Latina,	especially	one	like	me	who so	obviously	belongs	to	Rita	Moreno’s	gene	pool,	the	island	travels with	you.” Brent	Staples,	Just	Walk	On	By:	A	Black	Man	Ponders	His	Power	to Alter	Public	Space “It	was	in	the	echo	of	that	terrified	woman’s	footfalls	that	I	first began	to	know	the	unwieldy	inheritance	I’d	come	into	—	the	ability to	alter	public	space	in	ugly	ways.” Deborah	L.	Rhode,	Why	Looks	Are	the	Last	Bastion	of Discrimination “Among	the	key	findings	of	a	quarter-century’s	worth	of	research: Unattractive	people	are	less	likely	to	be	hired	and	promoted,	and	they earn	lower	salaries,	even	in	fields	in	which	looks	have	no	obvious relationship	to	professional	duties.” Maia	Szalavitz,	Ten	Ways	We	Get	the	Odds	Wrong “And	though	emotions	are	themselves	critical	to	making	rational decisions,	they	were	designed	for	a	world	in	which	dangers	took	the form	of	predators,	not	pollutants.	Our	emotions	push	us	to	make	snap judgments	that	once	were	sensible	—	but	may	not	be	anymore.” Jamaica	Kincaid,	“Girl”	(Fiction) “[T]his	is	how	to	bully	a	man;	this	is	how	a	man	bullies	you;	this	is how	to	love	a	man,	and	if	this	doesn’t	work	there	are	other	ways,	and if	they	don’t	work	don’t	feel	too	bad	about	giving	up…	.” Writing	Assignments	for	Exemplification Collaborative	Activity	for	Exemplification 9 	Process What	Is	Process? Understanding	Instructions Understanding	Process	Explanations Using	Process Planning	a	Process	Essay Accommodating	Your	Audience Developing	a	Thesis	Statement Using	Transitions Structuring	a	Process	Essay Revising	a	Process	Essay 	REVISION	CHECKLIST:	Process Editing	a	Process	Essay GRAMMAR	IN	CONTEXT:	Avoiding	Unnecessary	Shifts 	EDITING	CHECKLIST:	Process A	Student	Writer:	Instructions Eric	McGlade,	The	Search	(Student	Essay) Points	for	Special	Attention Focus	on	Revision A	Student	Writer:	Process	Explanation Melany	Hunt,	Medium	Ash	Brown	(Student	Essay) Points	for	Special	Attention Focus	on	Revision 	PEER	EDITING	WORKSHEET:	PROCESS Visual	Text:	National	Geographic,Yellowstone	Fires,	Past	and	Future (Illustrations) Naomi	Rosenberg,	How	to	Tell	a	Mother	Her	Child	Is	Dead “You	don’t	make	a	phone	call,	you	do	not	talk	to	the	medical	student, you	do	not	put	in	an	order.	You	never	make	her	wait.	She	is	his mother.” Stanley	Fish,	Getting	Coffee	Is	Hard	to	Do “You	will	face	a	coordination	problem	if	you	are	a	general	deploying troops,	tanks,	helicopters,	food,	tents,	and	medical	supplies,	or	if	you are	the	CEO	of	a	large	company	juggling	the	demands	of	design, personnel,	inventory,	and	productions…	.	And	these	days,	you	will face	a	coordination	problem	if	you	want	to	get	a	cup	of	coffee.” Joshua	Piven	and	David	Borgenicht,	How	to	Build	a	Monster	from Spare	Parts “Wait	for	a	lightning	bolt	to	strike	the	rod,	sending	electricity	surging through	the	wires	and	galvanizing	the	creature’s	nervous	system	into first	reflexive	and	then	sustainable	activity.	That	is:	life.	Life!” Arthur	Miller,	Get	It	Right:	Privatize	Executions “People	can	be	executed	in	places	like	Shea	Stadium	before	immense paying	audiences…	.	As	with	all	sports	events,	a	certain	ritual	would seem	inevitable	and	would	quickly	become	an	expected	part	of	the occasion.” Jessica	Mitford,	The	Embalming	of	Mr.	Jones “For	those	who	have	the	stomach	for	it,	let	us	part	the	formaldehyde curtain.” Shirley	Jackson,	The	Lottery	(Fiction) “There	was	a	great	deal	of	fussing	to	be	done	before	Mr.	Summers declared	the	lottery	open.	There	were	the	lists	to	make	up	—	of	heads of	families,	heads	of	households	in	each	family,	members	of	each household	in	each	family.” Writing	Assignments	for	Process Collaborative	Activity	for	Process 10 	Cause	and	Effect What	Is	Cause	and	Effect? Using	Cause	and	Effect Understanding	Main	and	Contributory	Causes Understanding	Immediate	and	Remote	Causes Understanding	Causal	Chains Avoiding	Post	Hoc	Reasoning Planning	a	Cause-and-Effect	Essay Developing	a	Thesis	Statement Arranging	Causes	and	Effects Using	Transitions Structuring	a	Cause-and-Effect	Essay Finding	Causes Describing	or	Predicting	Effects Revising	a	Cause-and-Effect	Essay 	REVISION	CHECKLIST:	Cause	and	Effect Editing	a	Cause-and-Effect	Essay GRAMMAR	IN	CONTEXT:	Avoiding	“The	reason	is	because”;	Using Affect	and	Effect	Correctly 	EDITING	CHECKLIST:	Cause	and	Effect A	Student	Writer:	Cause	and	Effect Evelyn	Pellicane,	The	Irish	Famine,	1845–1849	(Student	Essay) Points	for	Special	Attention Focus	on	Revision 	PEER-EDITING	WORKSHEET:	CAUSE	AND	EFFECT Visual	Text:	Jeffrey	Coolidge,Rube	Goldberg	Machine	(Photo) Josh	Barro,	Why	Stealing	Cars	Went	Out	of	Fashion “Old	cars	are	easier	to	steal,	and	there	are	plenty	of	them	still	on	the road.	But	there’s	an	obvious	problem	with	stealing	them:	They’re	not worth	very	much.” Maggie	Koerth-Baker,	Why	Rational	People	Buy	into	Conspiracy Theories “Perfectly	sane	minds	possess	an	incredible	capacity	for	developing narratives,	and	even	some	of	the	wildest	conspiracy	theories	can	be grounded	in	rational	thinking,	which	makes	them	that	much	more pernicious.” Simon	Cottee,	What	Motivates	Terrorists? “Sometimes	people	do	what	they	do	for	the	reasons	they	profess. Sometimes	not,	because	what	they	do	is	motivated	by	reasons	that	are too	dark,	shameful,	or	bizarre	to	be	openly	acknowledged.	Sometimes people	do	things	that	are	so	morally	contentious	that	when	called	to account	they	are	liable	to	excuse	or	justify,	rather	than	to	explain, their	actions.	Terrorists	unquestionably	fall	into	this	category.” Linda	M.	Hasselstrom,	A	Peaceful	Woman	Explains	Why	She	Carries a	Gun “People	who	have	not	grown	up	with	the	idea	that	they	are	capable	of protecting	themselves	—	in	other	words,	most	women	—	might	have to	work	hard	to	convince	themselves	of	their	ability,	and	of	the necessity.	Handgun	ownership	need	not	turn	us	into	gunslingers,	but it	can	be	part	of	believing	in,	and	relying	on,	ourselves	for protection.” Karen	Miller	Pensiero,	Photos	That	Change	History “Though	the	issues	have	varied	greatly	over	the	decades,	historians point	to	other	eras	when	photographs	have	resonated	in	the	same transformative	way,	creating	new	social	awareness	and	spurring changes	in	policy.” Janice	Mirikitani,	Suicide	Note	(Poetry) “I	apologize. Tasks	do	not	come	easily. Each	failure,	a	glacier. Each	disapproval,	a	bootprint. Each	disappointment, Ice	above	my	river.” Writing	Assignments	for	Cause	and	Effect Collaborative	Activity	for	Cause	and	Effect 11 	Comparison	and	Contrast What	Is	Comparison	and	Contrast? Using	Comparison	and	Contrast Planning	a	Comparison-and-Contrast	Essay Recognizing	Comparison-and-Contrast	Assignments Establishing	a	Basis	for	Comparison Selecting	Points	for	Discussion Developing	a	Thesis	Statement Structuring	a	Comparison-and-Contrast	Essay Using	Subject-by-Subject	Comparison Using	Point-by-Point	Comparison Using	Transitions Revising	a	Comparison-and-Contrast	Essay 	REVISION	CHECKLIST:	Comparison	and	Contrast Editing	a	Comparison-and-Contrast	Essay GRAMMAR	IN	CONTEXT:	Using	Parallelism 	EDITING	CHECKLIST:	Comparison	and	Contrast A	Student	Writer:	Subject-by-Subject	Comparison Mark	Cotharn,	Brains	versus	Brawn	(Student	Essay) Points	for	Special	Attention Focus	on	Revision A	Student	Writer:	Point-by-Point	Comparison Maria	Tecson,	A	Comparison	of	Two	Websites	on	Attention	Deficit Disorder	(Student	Essay) Points	for	Special	Attention Focus	on	Revision 	PEER-EDITING	WORKSHEET:	COMPARISON	AND	CONTRAST Visual	Texts:	Auguste	Rodin,The	Kiss,	and	Robert	Indiana	,	LOVE (Sculptures) Bruce	Catton,	Grant	and	Lee:	A	Study	in	Contrasts “When	Ulysses	S.	Grant	and	Robert	E.	Lee	met	in	the	parlor	of	a modest	house	at	Appomattox	Court	House,	Virginia,	on	April	9, 1865,	to	work	out	the	terms	for	the	surrender	of	Lee’s	Army	of Northern	Virginia,	a	great	chapter	in	American	life	came	to	a	close, and	a	great	new	chapter	began.” Juan	Williams,	Songs	of	the	Summer	of	1963	…	and	Today “The	emotional	uplift	of	the	monumental	march	is	a	universe	of	time away	from	today’s	degrading	rap	music	…	that	confuses	and depresses	race	relations	in	America	now.” Amy	Chua,	Why	Chinese	Mothers	Are	Superior “Chinese	parents	can	order	their	kids	to	get	straight	As.	Western parents	can	only	ask	their	kids	to	try	their	best.	Chinese	parents	can say,	“You’re	lazy.	All	your	classmates	are	getting	ahead	of	you.”	By contrast,	Western	parents	have	to	struggle	with	their	own	conflicted feelings	about	achievement,	and	try	to	persuade	themselves	that they’re	not	disappointed	about	how	their	kids	turned	out.” Ellen	Laird,	I’m	Your	Teacher,	Not	Your	Internet-Service	Provider “The	honeymoon	is	over.	My	romance	with	distance	teaching	is losing	its	spark.” Deborah	Tannen,	Sex,	Lies,	and	Conversation “How	can	women	and	men	have	such	different	impressions	of communication	in	marriage?	Why	the	widespread	imbalance	in	their interests	and	expectations?” Isabel	Wilkerson,	Emmett	Till	and	Tamir	Rice,	Sons	of	the	Great Migration “Consider	the	story	of	two	mothers	whose	lives	bookend	the migration	and	whose	family	lines	would	meet	similar,	unimaginable fates.	The	horrors	they	were	fleeing	would	follow	them	in	freedom and	into	the	current	day.” William	Shakespeare,	Shall	I	compare	thee	to	a	summer’s	day? (Poetry) “But	thy	eternal	summer	shall	not	fade, Nor	lose	possession	of	that	fair	thou	ow’st; Nor	shall	death	brag	thou	wand’rest	in	his	shade, When	in	eternal	lines	to	time	thou	grow’st” Writing	Assignments	for	Comparison	and	Contrast Collaborative	Activity	for	Comparison	and	Contrast 12 	Classification	and	Division What	Is	Classification	and	Division? Understanding	Classification Understanding	Division Using	Classification	and	Division Planning	a	Classification-and-Division	Essay Selecting	and	Arranging	Categories Developing	a	Thesis	Statement 	CHECKLIST:	Establishing	Categories Using	Transitions Structuring	a	Classification-and-Division	Essay Revising	a	Classification-and-Division	Essay 	REVISION	CHECKLIST:	Classification	and	Division Editing	a	Classification-and-Division	Essay GRAMMAR	IN	CONTEXT:	Using	a	Colon	to	Introduce	Your	Categories 	EDITING	CHECKLIST:	Classification	and	Division A	Student	Writer:	Classification	and	Division Josie	Martinez,	What	I	Learned	(and	Didn’t	Learn)	in	College (Student	Essay) Points	for	Special	Attention Focus	on	Revision 	PEER-EDITING	WORKSHEET:	CLASSIFICATION	AND	DIVISION Visual	Text:	Coffee	Types	(Chart) Olga	Khazan,	The	Three	Types	of	Happiness “Minimalism	is	hot,	culturally,	and	for	years	science	has	assured	us that	it	was	also	the	path	to	maximal	bliss.” Carolyn	Foster	Segal,	The	Dog	Ate	My	Tablet,	and	Other	Tales	of Woe “With	a	show	of	energy	and	creativity	that	would	be	admirable	if applied	to	the	(missing)	assignments	in	question,	my	students	persist, week	after	week,	semester	after	semester,	year	after	year,	in	offering excuses	about	why	their	work	is	not	ready.	Those	reasons	fall	into several	broad	categories:	the	family,	the	best	friend,	the	evils	of	dorm life,	the	evils	of	technology,	and	the	totally	bizarre.” Amy	Tan,	Mother	Tongue “I	spend	a	great	deal	of	my	time	thinking	about	the	power	of language	—	the	way	it	can	evoke	an	emotion,	a	visual	image,	a complex	idea,	or	a	simple	truth.	Language	is	the	tool	of	my	trade. And	I	use	them	all	—	all	the	Englishes	I	grew	up	with.” Stephanie	Ericsson,	The	Ways	We	Lie “We	lie.	We	all	do.	We	exaggerate,	we	minimize,	we	avoid confrontation,	we	spare	people’s	feelings,	we	conveniently	forget,	we keep	secrets,	we	justify	lying	to	the	big-guy	institutions.” Henry	Reed,	Naming	of	Parts	(Poetry) “And	this	you	can	see	is	the	bolt.	The	purpose	of	this Is	to	open	the	breech,	as	you	see.	We	can	slide	it Rapidly	backwards	and	forwards:	we	call	this Easing	the	spring.	And	rapidly	backwards	and	forwards The	early	bees	are	assaulting	and	fumbling	the	flowers: They	call	it	easing	the	Spring.” Writing	Assignments	for	Classification	and	Division Collaborative	Activity	for	Classification	and	Division 13 	Definition What	Is	Definition? Understanding	Formal	Definitions Understanding	Extended	Definitions Using	Definition Planning	a	Definition	Essay Developing	a	Thesis	Statement Deciding	on	a	Pattern	of	Development Structuring	a	Definition	Essay Revising	a	Definition	Essay 	REVISION	CHECKLIST:	Definition Editing	a	Definition	Essay GRAMMAR	IN	CONTEXT:	Avoiding	is	when	and	is	where 	EDITING	CHECKLIST:	Definition A	Student	Writer:	Definition Ajoy	Mahtab,	The	Untouchable	(Student	Essay) Points	for	Special	Attention Focus	on	Revision 	PEER-EDITING	WORKSHEET:	DEFINITION Visual	Text:	U.S.	Census	Bureau,U.S.	Census	2010	Form (Questionnaire) Judy	Brady,	I	Want	a	Wife “My	God,	who	wouldn’t	want	a	wife?” José	Antonio	Burciaga,	Tortillas “My	earliest	memory	of	tortillas	is	my	Mamá	telling	me	not	to	play with	them.	I	had	bitten	eyeholes	in	one	and	was	wearing	it	as	a	mask at	the	dinner	table.” Amy	Wilentz,	A	Zombie	Is	a	Slave	Forever “The	zombie	is	a	dead	person	who	cannot	get	across	to	lan	guinée. This	final	rest	—	in	green,	leafy,	heavenly	Africa,	with	no	sugarcane to	cut	and	no	master	to	appease	or	serve	—	is	unavailable	to	the zombie.	To	become	a	zombie	was	the	slave’s	worst	nightmare:	to	be dead	and	still	a	slave,	an	eternal	field	hand.” Richard	Posner,	On	Plagiarism “The	public	wants	a	good	read,	a	good	show,	and	the	fact	that	a	book or	a	play	may	be	the	work	of	many	hands	—	as,	in	truth,	most	art	and entertainment	are	—	is	of	no	consequence	to	it.	The	harm	is	not	to	the reader	but	to	those	writers	whose	work	does	not	glitter	with	stolen gold.” Emily	Dickinson,	“Hope”	is	the	thing	with	feathers	(Poetry) “‘Hope’	is	the	thing	with	feathers	— That	perches	in	the	soul	— And	sings	the	tune	without	the	words	— And	never	stops	—	at	all	—	” Writing	Assignments	for	Definition Collaborative	Activity	for	Definition 14 	Argumentation What	Is	Argumentation? Understanding	Argumentation	and	Persuasion Planning	an	Argumentative	Essay Choosing	a	Topic Developing	a	Thesis Analyzing	Your	Audience Gathering	and	Documenting	Evidence Dealing	with	the	Opposition Understanding	Rogerian	Argument 	CHECKLIST:	Guidelines	for	Using	Rogerian	Argument Using	Deductive	and	Inductive	Arguments Using	Deductive	Arguments Using	Inductive	Arguments Using	Toulmin	Logic Recognizing	Fallacies Using	Transitions Structuring	an	Argumentative	Essay Revising	an	Argumentative	Essay 	REVISION	CHECKLIST:	Argumentation Editing	an	Argumentative	Essay GRAMMAR	IN	CONTEXT:	Using	Coordinating	and	Subordinating Conjunctions 	EDITING	CHECKLIST:	Argumentation A	Student	Writer:	Argumentation Marta	Ramos,	Just	Say	No	(Student	Essay) Points	for	Special	Attention Focus	on	Revision 	PEER-EDITING	WORKSHEET:	ARGUMENTATION Visual	Text:	StopTextsStopWrecks.org,You	Don’t	Want	Them Responding	to	Your	Text	(Ad) Thomas	Jefferson,	The	Declaration	of	Independence “We	hold	these	truths	to	be	self-evident,	that	all	men	are	created equal,	that	they	are	endowed	by	their	Creator	with	certain	inalienable rights,	that	among	these	are	life,	liberty,	and	the	pursuit	of happiness.” Rachel	Carson,	The	Obligation	to	Endure “The	most	alarming	of	all	man’s	assaults	upon	the	environment	is	the contamination	of	air,	earth,	rivers,	and	sea	with	dangerous	and	even lethal	materials.	This	pollution	is	for	the	most	part	irrecoverable;	the chain	of	evil	it	initiates	not	only	in	the	world	that	must	support	life but	in	living	tissues	is	for	the	most	part	irreversible.” Martin	Luther	King	Jr.,	Letter	from	Birmingham	Jail “For	years	now	I	have	heard	the	word	‘Wait!’	It	rings	in	the	ear	of every	Negro	with	piercing	familiarity.	This	‘Wait’	has	almost	always meant	‘Never.’	We	must	come	to	see,	with	one	of	our	distinguished jurists,	that	‘justice	too	long	delayed	is	justice	denied.’” ◾	DEBATE:	Should	Public	Colleges	and	Universities	Be	Free? Aaron	Bady,	Public	Universities	Should	Be	Free “Public	education	should	be	free.	If	it	isn’t	free,	it	isn’t	public education.” Matt	Bruenig,	The	Case	against	Free	College “Without	a	dramatic	overhaul	of	how	we	understand	student	benefits, making	college	more	or	entirely	free	would	most	likely	boost	the wealth	of	college	attendees	without	securing	any	important egalitarian	gains.” ◾	DEBATE:	Does	It	Pay	to	Study	the	Humanities? Leon	Wieseltier,	Perhaps	Culture	Is	Now	the	Counterculture:	A Defense	of	the	Humanities “The	technological	mentality	that	has	become	the	American worldview	instructs	us	to	prefer	practical	questions	to	questions	of meaning	—	to	ask	of	things	not	if	they	are	true	or	false,	or	good	or evil,	but	how	they	work.” Vinod	Khosla,	Is	Majoring	in	Liberal	Arts	a	Mistake	for	Students? “[L]iberal	arts	education	in	the	United	States	is	a	minor	evolution	of eighteenth	century	European	education.	The	world	needs	something more	than	that.” ◾	CASEBOOK:	Do	College	Students	Need	Trigger	Warnings? Geoffrey	R.	Stone,	Free	Expression	in	Peril “Universities	must	educate	our	students	to	understand	that	academic freedom	is	not	a	law	of	nature.	It	is	not	something	to	be	taken	for granted.	It	is,	rather,	a	hard-won	acquisition	in	a	lengthy	struggle	for academic	integrity.” Sophie	Downes,	Trigger	Warnings,	Safe	Spaces,	and	Free	Speech, Too “Civic	discourse	in	this	country	has	become	pretty	ugly,	so	maybe	it’s not	surprising	that	students	are	trying	to	create	ways	to	have compassionate,	civil	dialogue.” Jennifer	Medina,	Warning:	The	Literary	Canon	Could	Make	Students Squirm “Colleges	across	the	country	this	spring	have	been	wrestling	with student	requests	for	what	are	known	as	‘trigger	warnings.’” Soraya	Chemaly,	What’s	Really	Important	about	“Trigger	Warnings” “Conversations	about	trigger	warnings,	however,	seem	more	and more	like	superficial	proxies	for	ones	about	deeper	problems	on campuses	regarding	diversity,	equity,	the	corporatization	of education,	and,	the	dreaded	word,	privilege.” ◾	CASEBOOK:	Do	Guns	Have	a	Place	on	College	Campuses? Andrew	Wilson,	Why	I	Wouldn’t	Go	to	the	University	of	Texas	Law School “How	can	professors	teach	courses	or	assign	grades	with	the possibility	of	violent	retaliation	one	pull	of	the	trigger	away?	How can	students	engage	one	another	if	the	fear	of	offense	is	now informed	by	the	fear	of	safety?” Students	for	Gun-Free	Schools,	Why	Our	Campuses	Are	Safer without	Concealed	Handguns “The	safest	policy	to	limit	potential	violence	is	to	prohibit	students and	faculty	from	keeping	handguns	on	campus	and	allow	trained	law enforcement	officers	to	provide	for	campus	security.” Students	for	Concealed	Carry,	Why	Our	Campuses	Are	Not	Safer without	Concealed	Handguns “There	is	absolutely	no	verifiable	evidence	to	suggest	that	allowing concealed	carry	on	college	campuses	makes	campuses	any	less	safe; therefore,	reason	dictates	that	current	school	policies	and	state	laws against	concealed	carry	on	campus	serve	only	to	stack	the	odds	in favor	of	dangerous	criminals	who	have	no	regard	for	school	policy	or state	law.” Timothy	Wheeler,	There’s	a	Reason	They	Choose	Schools “School	officials	typically	base	violence-prevention	policies	on irrational	fears	more	than	real-world	analysis	of	what	works.	But which	is	more	horrible,	the	massacre	that	timid	bureaucrats	fear might	happen	when	a	few	good	guys	(and	gals)	carry	guns	on campus,	or	the	one	that	actually	did	happen	despite	Virginia	Tech’s progressive	violence-prevention	policy?	Can	there	really	be	any	more debate?” Writing	Assignments	for	Argumentation Collaborative	Activity	for	Argumentation 15 	Combining	the	Patterns Structuring	an	Essay	by	Combining	the	Patterns Combining	the	Patterns:	Revising	and	Editing GRAMMAR	IN	CONTEXT:	Agreement	with	Indefinite	Pronouns A	Student	Writer:	Combining	the	Patterns Michael	Huu	Truong,	The	Park	(Student	Essay) Points	for	Special	Attention Focus	on	Revision 	PEER-EDITING	WORKSHEET:	COMBINING	THE	PATTERNS Lars	Eighner,	On	Dumpster	Diving “I	have	learned	much	as	a	scavenger.	I	mean	to	put	some	of	what	I have	learned	down	here,	beginning	with	the	practical	art	of	Dumpster diving	and	proceeding	to	the	abstract.” David	Kirby,	Inked	Well “I	used	to	think	tattoos	were	for	either	lowlifes	or	those	who	wanted to	pretend	they	were,	but	my	mind	now	stands	changed	by	the thoughtful,	articulate	people	I	talked	to	and	the	spectacular	designs that	had	been	inked	into	their	bodies.	In	a	word,	tattoos	are	now officially	OK	by	me.” Donald	Kagan,	On	Patriotism “For	Americans,	as	for	citizens	of	any	free	country,	there	really	is	a social	contract	like	those	imagined	by	the	political	philosophers,	and that	contract	provides	legitimacy.	People	who	tacitly	accept	that contract	have	the	moral	obligation	to	defend	and	support	the	country they	have	chosen	as	their	own	—	that	is,	to	be	patriotic.” Jonathan	Swift,	A	Modest	Proposal “I	have	been	assured	by	a	very	knowing	American	of	my acquaintance	in	London,	that	a	young	healthy	child	well	nursed	is	at	a year	old	a	most	delicious,	nourishing,	and	wholesome	food,	whether stewed,	roasted,	baked,	or	boiled;	and	I	make	no	doubt	that	it	will equally	serve	in	fricassee	or	a	ragout.” Writing	Assignments	for	Combining	the	Patterns Collaborative	Activity	for	Combining	the	Patterns PART	THREE:	Working	with	Sources 16 	Finding	and	Evaluating	Sources Finding	Information	in	the	Library Finding	Information	on	the	Internet Finding	Useful	Information Evaluating	Sources 17 	Integrating	Sources	and	Avoiding	Plagiarism Paraphrasing Summarizing Quoting Integrating	Source	Material	into	Your	Writing Synthesizing Avoiding	Plagiarism Avoiding	Common	Errors	That	Lead	to	Plagiarism Avoiding	Plagiarism	with	Online	Sources 18 	Documenting	Sources:	MLA Parenthetical	References	in	the	Text The	Works-Cited	List Articles Books Internet	Sources Other	Internet	Sources Other	Nonprint	Sources Model	Student	Research	Paper	in	MLA	Style Philip	Lau,	The	Limitations	of	Wikipedia	(Student	Essay	in	MLA Style) Appendix:	Documenting	Sources:	APA Using	Parenthetical	References Examples	of	APA	Citations Periodicals Books Internet	Sources Model	Student	Paper	in	APA	Style Philip	Lau,	The	Limitations	of	Wikipedia	(Student	Essay	in	APA Style) Glossary Index Thematic	Guide	to	the	Contents Family	Relationships Junot	Díaz,	The	Money	111 Marina	Keegan,	Stability	in	Motion	178

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Title: Struggle of Non-English Immigrants in America 
(Asian Families with Mother Tongue Issues)
The movement of immigrants from one country to another is not an easy and convenient thing to do. It demands mental and emotional stability on the part of the immigrants to face challenges, issues, and problems that come along and in their way of settling down to abroad. When this challenge is faced by the person with his family rather than alone, it becomes a difficult one to handle and cope with (Chua). I have seen and heard of such people that have returned from the country that they emigrated to from their home country failing to meet the challenges and issues that they had to encounter there in terms of legal, cultural, communication, mental and emotional aspect. 
It is not always easy for the immigrants to deal with the social, legal and cultural barriers that immigration brings along with it. It is especially difficult for Asian families to deal with the situation because their culture is drastically varied in comparison to other continents. These are the major problems that they face while they immigrate to foreign locations either for higher studies or for employment purposes either alone or with their family. In such case, it becomes quite challenging for them to understand the legal and regulatory compliance of that very country, the cultural and social aspects considered and followed by the people over there (Kirszner and Mandell). 
I had once encountered an Asian couple, who had immigrated to America for employment purposes; both were aged persons, that is, above 40 years of age and were very scholarly and educated individuals with having a very good and huge experience in the field of academics and Research. They immigrated to America with the motive of finding good scope in the American Academics and Research industry.

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